NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers1
Location
North Carolina18
Florida1
Laws, Policies, & Programs
No Child Left Behind Act 20012
Assessments and Surveys
Early Childhood Longitudinal…1
What Works Clearinghouse Rating
Showing 1 to 15 of 18 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Clotfelter, Charles T.; Hemelt, Steven W.; Ladd, Helen F. – Education Finance and Policy, 2019
We explore the effects of a statewide policy change that increased the number of high school math courses required for admission to four-year public universities in North Carolina. Using data on cohorts of eighth-grade students from 1999 to 2006, we exploit variation by district over time in the math course-taking environment encountered by…
Descriptors: College Admission, Admission Criteria, Secondary School Mathematics, Public Colleges
Peer reviewed Peer reviewed
Direct linkDirect link
Bastian, Kevin C. – Education Finance and Policy, 2019
In the present study I use teacher value added and evaluation rating data from North Carolina public schools to estimate the signaling and human capital effects of graduate degrees. These analyses consider the effects of graduate degrees, overall, and the effects of graduate degrees inside and outside teachers' area(s) of teaching. Signaling…
Descriptors: Value Added Models, Teacher Evaluation, Public School Teachers, Graduate Study
Peer reviewed Peer reviewed
Direct linkDirect link
Shirrell, Matthew – Education Finance and Policy, 2018
The No Child Left Behind Act of 2001 required states to set cutoffs to determine which schools were subject to accountability for their racial/ethnic subgroups. Using a regression discontinuity design and data from North Carolina, this study examines the effects of this policy on teacher turnover and attrition. Subgroup-specific accountability had…
Descriptors: Accountability, Faculty Mobility, Educational Legislation, Federal Legislation
Peer reviewed Peer reviewed
Direct linkDirect link
Gershenson, Seth; Jacknowitz, Alison; Brannegan, Andrew – Education Finance and Policy, 2017
Student absences are a potentially important, yet understudied, input in the educational process. Using longitudinal data from a nationally representative survey and rich administrative records from North Carolina, we investigate the relationship between student absences and academic performance. Generally, student absences are associated with…
Descriptors: Attendance Patterns, Kindergarten, Elementary School Students, Early Childhood Education
Peer reviewed Peer reviewed
Direct linkDirect link
Ladd, Helen F.; Clotfelter, Charles T.; Holbein, John B. – Education Finance and Policy, 2017
A defining characteristic of charter schools is that they introduce a strong market element into public education. In this paper, we examine through the lens of a market model the evolution of the charter school sector in North Carolina between 1999 and 2012. We examine trends in the mix of students enrolled in charter schools, the racial…
Descriptors: Charter Schools, Racial Composition, Scores, Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Ahn, Tom – Education Finance and Policy, 2017
Accountability systems are designed to introduce market pressures to increase efficiency in education. One potential channel by which this can occur is to match with effective teachers in the transfer market. I use a smooth maximum score estimator model, North Carolina data, and the state's bonus system to analyze how teachers and schools change…
Descriptors: Accountability, Teacher Effectiveness, Competition, Teacher Placement
Peer reviewed Peer reviewed
Direct linkDirect link
Gershenson, Seth – Education Finance and Policy, 2016
Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added…
Descriptors: Teacher Effectiveness, Attendance Patterns, Academic Achievement, Outcomes of Education
Peer reviewed Peer reviewed
Direct linkDirect link
Chingos, Matthew M.; Whitehurst, Grover J.; Gallaher, Michael R. – Education Finance and Policy, 2015
School districts are a focus of education reform efforts in the United States, but there is very little existing research about how important they are to student achievement. We fill this gap in the literature using 10 years of student-level, statewide data on fourth- and fifth-grade students in Florida and North Carolina. A variance decomposition…
Descriptors: School Districts, Academic Achievement, Grade 4, Grade 5
Peer reviewed Peer reviewed
Direct linkDirect link
Kraft, Matthew A. – Education Finance and Policy, 2015
Most teacher layoffs during the Great Recession were implemented following inverse-seniority policies. In this paper, I examine the implementation of a discretionary layoff policy in Charlotte Mecklenburg Schools. Administrators did not uniformly lay off the most or least senior teachers but instead selected teachers who were previously retired,…
Descriptors: Job Layoff, Teacher Effectiveness, Academic Achievement, Teacher Characteristics
Peer reviewed Peer reviewed
Direct linkDirect link
Henry, Gary T.; Bastian, Kevin C.; Fortner, C. Kevin; Kershaw, David C.; Purtell, Kelly M.; Thompson, Charles L.; Zulli, Rebecca A. – Education Finance and Policy, 2014
State policies affect the qualifications of beginning teachers in numerous ways, including regulating entry requirements, providing incentives for graduate degrees, and subsidizing preparation programs at public universities. In this paper we assess how these policy choices affect student achievement, specifically comparing traditionally prepared…
Descriptors: Teacher Qualifications, Beginning Teachers, Preservice Teacher Education, Public Colleges
Peer reviewed Peer reviewed
Direct linkDirect link
Fuller, Sarah C.; Ladd, Helen F. – Education Finance and Policy, 2013
We use North Carolina data to explore whether the quality of teachers in the lower elementary grades (K-2) falls short of teacher quality in the upper grades (3-5) and to examine the hypothesis that school accountability pressures contribute to such quality shortfalls. Our concern with the early grades arises from recent studies highlighting how…
Descriptors: Teacher Effectiveness, Comparative Analysis, Accountability, Federal Legislation
Peer reviewed Peer reviewed
Direct linkDirect link
Bastian, Kevin C.; Henry, Gary T.; Thompson, Charles L. – Education Finance and Policy, 2013
To address gaps in achievement between more- and less-affluent students, states and districts need to ensure that high-poverty students and schools have equitable access to educational resources. Traditionally, assessments of resource equity have focused on per-pupil expenditures and more proximal inputs, such as teacher credentials and class…
Descriptors: Achievement Gap, Poverty, School District Wealth, Fiscal Capacity
Peer reviewed Peer reviewed
Direct linkDirect link
Sexton, Thomas R.; Comunale, Christie L.; Gara, Stephen C. – Education Finance and Policy, 2012
We propose an efficiency-based mechanism for state funding of public colleges and universities using data envelopment analysis. We describe the philosophy and the mathematics that underlie the approach and apply\break the proposed model to data from 362 U.S. public four-year colleges and universities. The model provides incentives to institution…
Descriptors: Productivity, Higher Education, Educational Quality, Transportation
Peer reviewed Peer reviewed
Direct linkDirect link
Carruthers, Celeste K. – Education Finance and Policy, 2012
Do charter schools draw good teachers from traditional, mainstream public schools? Using a thirteen-year panel of North Carolina public schoolteachers, I find that less qualified and less effective teachers move to charter schools, particularly if they move to urban schools, low-performing schools, or schools with higher shares of nonwhite…
Descriptors: Teacher Effectiveness, Credentials, Charter Schools, School Choice
Peer reviewed Peer reviewed
Direct linkDirect link
Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. – Education Finance and Policy, 2011
Research has consistently shown that teacher quality is distributed very unevenly among schools, to the clear disadvantage of minority students and those from low-income families. Using North Carolina data on the length of time individual teachers remain in their schools, we examine the potential for using salary differentials to overcome this…
Descriptors: Faculty Mobility, Teacher Salaries, School Segregation, Teacher Qualifications
Previous Page | Next Page ยป
Pages: 1  |  2